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Supporting Diverse Young Children Takes a Diversity Team
Fri, 08/22/2014 - 11:28 — gclarkeBy Karen N. Nemeth
Supporting the cultures and languages of diverse children and families in early childhood education programs can be a challenge. Many programs meet that challenge successfully by bringing together a Diversity Team – a team of interested volunteers, staff and family members to ensure that families of all backgrounds feel welcome.
What does a Diversity Team do?
Members of a Diversity Team can read over translated material to make sure it is appropriate for families in your program. They can help build relationships with families and community members who speak different languages. They may also help to locate culturally and linguistically appropriate books, music, and other learning materials for your classrooms. They may provide information to build understanding of different cultures or lifestyles. Most importantly, having an active, engaged Diversity Team is like a circle of support for all of the children, families andstaff.
Who should be on the team?
Many programs start with a small group of interested staff. Including family members, board members and community members will broaden the scope and effectiveness of the team. Aim for a core group of 10 – 15 people who are likely to attend regular meetings, but you can sign on additional as-needed people who would lend their contact information in case their particular language or expertise might be needed from time to time. Just remember that speaking a different language is not the only asset needed to make your team's volunteers effective in facilitating early learning.
How often should the group meet?
A successful Diversity Team does not have to focus on frequent meetings. After an initial introductory meeting, some members may want to meet once every one or two months to discuss issues and strategies. Others may prefer to serve as as-needed members, providing help when necessary by phone or email. The more involved and needed your team members feel, the more likely they will do whatever it takes to support and improve your program. Programs that treat their team as a cursory sideline are not going to get the same level of commitment and support. The best strategy is to ask the members themselves how they want to be involved and how or when they want to meet. Some personal contact is important to make them feel a part of your school community.
Who creates and convenes the team?
Many times, the program director or principal is the one to create and convene the team, but this is not necessary. A motivated teacher, active parent or dedicated board member could also be in charge of the Diversity Team. In one small preschool program in New Jersey, for example, there was just one bilingual teacher in a town with a growing population of bilingual families who spoke languages she did not speak. She began enlisting help to look for activities, materials and support services for these families by inviting some parents and some acquaintances from a local college to get together. The volunteers brainstormed ideas to extend her ability to support the increasingly diverse population of students and families at her school. This small, informal group acted as a very involved, helpful Diversity Team. When a new family came to the program, this group felt responsible to find ways to make them feel welcome right away. They contacted the local library and a local church and were able to bring some books, music and display items representing the family's language and culture into the program to help the child feel a sense of belonging from the first day.
Gaining community and governmental support
A Diversity Team can bring support to your program. In order to receive state funding for preschool programs, high-needs school districts in New Jersey must develop plans that include an early childhood advisory council. As a part of their plans for advisory councils, several of these districts have formalized Diversity Teams that meet on a regular basis and have formal advisory functions. In one district the diverse members of the team have been especially effective in making connections in the community to promote the value of the preschool program for immigrant families who previously had been hesitant to register.
Reaching out to the wider community
There are plenty of opportunities for your Diversity Team to cooperate with community groups for mutual benefits. Your teams could work together to plan multicultural events for the community. You may find that a neighboring program has multilingual materials you can borrow.
The list below will give you some ideas about who to invite to your Diversity Team and how the relationship can be beneficial to both sides.
Community resource for possible Diversity Team members |
Potential assets |
Schools and programs for adults |
ESL tutoring, bilingual volunteers |
After school programs, camps, rec programs, dance classes |
Shared multilingual resources and events |
Businesses |
Local business can be asked for donations, but if they are invited to be a regular part of your team, they will be far more invested in doing whatever it takes to support your program. Potential partners with great resources include realtors, travel agents, and ethnic restaurants. |
Chamber of Commerce, other business/service organizations like Kiwanis, Rotary, etc. |
Donations, bilingual volunteers |
Charities like United Way |
Help identifying funders that focus on early childhood or multicultural initiatives |
Child Care Resource and Referral Agency or NAEYC affiliate |
Bilingual staff, professional development resources, help for immigrant families – may also be willing to serve as clearinghouse to enable programs to share things they've found in different languages. |
Communities of faith |
Connect with families who may not know about your program, supportive volunteers |
Clinic, doctor, dentist, emergency room |
Health care information and support for diverse families, and help referring families to your program |
Colleges and universities – language departments, ESL, bilingual ed., and student organizations |
Student organizations and some courses require students to do volunteer work in the community. College campuses can be great place to find volunteers who speak different languages needed in your program |
Cultural and social organizations, and sports clubs |
These may represent the cultures of the families in your program – can help recruit students, volunteer to support them and their families, and provide insights about the cultures in your community |
Curriculum provider |
Once a program has spent money on a curriculum and materials, it is not unreasonable to ask the company to provide guidance, professional development and resources to meet the diverse language needs in your program |
Early intervention providers or home visitors |
Invite them on your team so you can share information and resources back and forth to ensure smooth transitions into your program |
Nearby Embassies |
If the office is close by – may provide volunteers. If not close, they still may send authentic pictures and materials from their countries |
Foster grandparent organizations |
Let the organization know you are especially interested in bilingual volunteers who can read to and play with the children in their home languages – and provide some training for them |
Girl Scouts, Boy Scouts, Boys and Girls Clubs, etc. |
Partner with them to build community wide acceptance of cultural and linguistic diversity, invite members to volunteer to create materials or activities for the children in your program |
High School |
Connect with students and staff who speak the languages of the children in your class – help students meet community service requirements |
Hotels, hospitals and other industries with diverse workforce |
Their human resources office may have information and supports for immigrant families, and they may be great source of volunteers. |
Language schools and translations services |
Get to know what the local language immersion preschool is doing to prepare students for kindergarten and beyond – you can help them and they can help you with strategies, materials and connections |
Library |
Librarians may have print and digital resources, videos, CDs and literacy activities in the languages needed by your students and their families |
National organizations with local chapters (e.g., First Book, Reading is Fundamental, Reach Out and Read, and Too Small to Fail) |
All of these organizations are increasing their efforts to provide free information, books, and programs to support literacy in different languages |
Local fairs, festivals, and flea markets |
Great places to find culturally and linguistically authentic materials for classrooms |
Members of your own board and staff |
Members of your own school community may be honored to be invited to your Diversity Team |
Parents, and parents' contacts |
Give them a voice, and give them work to do as you team up to enhance the supports your program provides to meet each child's language and learning needs |
Social service agencies |
Inviting representatives on to your Diversity Team means they will bring back information to their agencies about what your program has to offer, and they can share with your staff and families about services available in the community |
State Early Childhood Coordinating Council |
Most states have one of these in place – they need input from communities and they have information and resources that could help you, too. |
Therapists and specialists |
Invite them to your Diversity Team so they have a stronger understanding about the diverse needs of your program and how they can help |
Reflections on Voices of Practitioners: Which Articles Spoke to You?
Fri, 08/22/2014 - 11:07 — gclarkeBy: Alison Lutton
Wow — I just read the articles "Finding our Voice through Narrative Inquiry" by Renetta Goeson and the accompanying article, "The Power of Narrative Inquiry to Transform both Teacher and Mentor," by Andy Stremmel in the latest volume of NAEYC's online peer-reviewed journal, Voices of Practitioners, and they are incredible!
They caught my eye because I have been helping states think about what is shared or "core" in knowledge and competencies for early childhood professionals across states, cultures, and sectors of our profession (child care, Head Start and PreK through third grade). I've also been thinking about the role of higher education degrees. They are about developing professional knowledge and competencies but also about so much more. Renetta's narrative inquiry — in which she explores her own experience growing up on her reservation, Lake Traverse, and her later experiences as a teacher and Tribal Head Start program director — offers valuable insights into the ways that cultural identity and cultural conflict shape the role of the teacher and the image of the child in her Dakota community.
Here's the opening paragraph of Renetta's article: As a director of a tribal Head Start program in South Dakota, I encountered problematic and often contradictory tensions centered on my roles as an early childhood program director, a graduate student at South Dakota State University, and a Native American female seeking to change current constructions of what it means to educate young children in my culture. My goal at the outset of this exploration was to construct a better understanding of how the historical and cultural experiences of my tribal community have influenced current views of early childhood education on my reservation, Lake Traverse.
Andy's article is about Renetta's teacher research and how his work with Renetta as mentor and collaborator has been important for his own professional growth.
This is from the opening of Andy's accompanying article:
For a number of years I have worked with Renetta in various capacities as a mentor, a teacher, and a collaborator. During most of this time, she has been the director of a tribal Head Start program in northeastern South Dakota. We have made several presentations together at NAEYC and Native American conferences, telling and retelling the story of her program's evolution to what has become known as the Sisseton Wahpeton Approach to Early Childhood Education, a Reggio-inspired approach based on the Twelve Virtues of the Oyate ("people"). The journey to reclaiming these virtues and making them the core of the curriculum has not been easy, as Renetta makes clear in her narrative.
Both of these articles are from NAEYC's new Parallel Voices feature, which pairs a teacher's own research study with commentary on the teacher research by a supporting teacher educator.
These articles, Voices of Practitioners and its Parallel Voices feature really demonstrate what good teacher education looks like, what real world teacher educators do, and that college degrees are about so much more than skill and competency development.
These are just some of the teacher research studies in the latest Voices of Practitioners that are worth checking out if you get the chance.
Have you read any articles from Voices yet? Which articles spoke to you?
Alison Lutton is the Sr. Higher Education Specialist for Program Recognition and Support at NAEYC
My Experience Attending Annual Conference: Why You Should Attend in 2014
Mon, 07/21/2014 - 10:06 — gclarkeBy: Stacia Jackson
Attending a professional development conference is an energizing and exhausting experience. Your schedule is carefully planned with sessions you think will be the most interesting and relevant. With most conferences, however, you plan on being seated, listening to lectures and copiously taking notes. The NAEYC Annual Conference & Expo is not like any other conference. As early childhood educators and advocates, we spend time encouraging children to play and to immerse themselves in a new world. At the NAEYC Annual Conference, I found that it was my turn to play and to try something new.
Presenters made an effort to ensure that their presentations were as engaging as possible, incorporating attendees in their presentations. Small group discussions were ubiquitous and I found myself talking to professionals and students from across the country. However, in my experience we went beyond collaboration and discussion. In many of the sessions I found myself physically taking part in activities or immersed in some sort of sensory-based play. I was reminded of why play is so important for our students as I sat building different Lego structures in Constructing a Bright Future: LEGO Education Preschool and again as I danced and sang in Music, Movement, Drama and Art Make Picture Books Come Along!: Integrated Arts Experience with Fiction and Non-Fiction. These hands-on seminars reminded me that it was not only important for the preschool children to play but also for adults to play as well! Time flew by quickly as I molded modeling clay or played with fidget toys as I learned about play as a social justice component or the value of eliminating zero tolerance policies for gunplay. My brain was exponentially more receptive to these new ideas and concepts, something that I see with my own students as they are learning, but often forget to focus on for my personal growth.
As an early childhood educator, I firmly believe that young children need to be active and engaged in hands-on learning to be successful. As I also work with college students, those principles hold true too. A learner needs to be engaged and enjoy what they are doing in order to learn effectively. As Kelly Ruddin, LEGO Master Trainer and Senior Curriculum Specialist for LEGO Education reminded me, "If we as learners only hear or see something, it is easier to forget. As we hear, say AND do an activity, not only will we remember it, but we will also understand it better." Hands-on education does not need to stop when schooling is over and is critical for adult minds. Not only does the information "stick" and connect, it also allows the participant to enjoy the process! The NAEYC Annual Conference and Expo enabled me to learn a great deal and remind me of what is most crucial in our field: the joy of play.
Stacia Jackson is the National Program Manager for Jumpstart for Young Children in Washington, DC. She was recognized as a Lasting Legacy Scholarship recipient in 2013.
NAEYC Statement on Humanitarian Crisis
Thu, 07/17/2014 - 16:56 — gclarkeThis statement was recently adopted by the NAEYC Governing Board.
The greatness of a nation is defined by how it treats children, particularly the most vulnerable.
The National Association for the Education of Young Children (NAEYC) is deeply concerned about the current humanitarian crisis of the estimated 60,000 to 90,000 children, some very young, crossing into the United States. These children have been exposed to violence and trauma in their home countries and on their journeys. It is critical that they be provided safe, healthy, and age-appropriate conditions in which they await due process proceedings and family reunification.
As the largest association of early childhood education professionals, NAEYC's core values dictate that we appreciate the worth and uniqueness of all children. We must confront barriers and biases that limit the ability of every child to reach his or her potential.
Public and private efforts to address this situation must put the rights and needs of children at the forefront of their consideration. NAEYC urges policymakers and the public to take action to
• Ensure that children who enter the country receive respectful protection and support for their well-being;
• Provide resources and training to those who are caring for the children to ensure their health, safety, and age-appropriate support of their learning, and social and emotional development; and
• Generate productive public discourse on achieving equity and opportunity for all children and families.
NAEYC members stand ready to lend their expertise on high-quality early care and education with other organizations and entities who are caring for these vulnerable children.
Putting the Position Statement on Early Childhood Science to Work in Preschool Classrooms and Programs
Fri, 07/11/2014 - 12:32 — gclarkeBy: Cindy Hoisington
As an early childhood teacher, I often engaged my young preschoolers in science experiences. Whenever I could, I provided opportunities for them to explore, observe, and think about the world around them. They followed the insects they found on the playground; investigated with goop and other mixtures; designed and built structures using cardboard and paper cups; and created organized collections from the seeds, twigs, and leaves they found on our neighborhood walks.
I saw how science appealed to the children's natural curiosity and how they benefitted physically, cognitively, and socially from their playful explorations. But what really excited me about engaging young children in science were the sometimes topsy-turvy but somehow logical ideas they came up with to explain how the world worked. "Our block buildings fall down because we're not wearing hard hats!" "Shadows are bigger outside because the sun is bigger than a flashlight!" "It's the shaking leaves on the trees that make the wind blow!"
As children shared these early scientific ideas with me over time, I came to understand two things. First, science and young children are "a natural fit." Three, four, and five year-olds have the emerging capacity to think abstractly, to reason, and to wrestle with scientific ideas. And second, young children are not miniature versions of adult scientists or older science students. Young children engage with science ideas and practices within a unique developmental and experiential context that needs to be acknowledged and respected.
As a professional developer who now works with preschool teachers, these two ideas continue to guide my thinking about science in the early years. For this reason I enthusiastically welcomed NAEYC's endorsement of the Position Statement on Early Childhood Science Education recently adopted by the National Science Teachers' Association (NSTA). The mutual support of the NSTA and NAEYC means that those of us who are passionate about science and young children can be confident that the statement reflects an approach that is firmly rooted in both science education research and developmentally appropriate practice.
However, the position statement also makes it clear that providing young children with the types of high-quality science experiences that address these two perspectives is no small task. It incorporates the idea that children need sustained and varied opportunities for inquiry-based, direct, experiential learning over time and across formal and informal settings. Children also require the support of knowledgeable adults who intentionally prepare the environment, structure children's experiences, support their play, and focus their observations.
The statement calls for knowledgeable educators who understand and can support children's learning of science content and science and engineering practices that align with NGSS; who incorporate these practices into children's daily experiences and use science as a purposeful context for integrating meaningful language, literacy, and mathematics skills and concepts.
So, what does all of this mean for you and the role you play related to children's science learning? For me, as an instructor and coach for early childhood teachers, the position statement is an accessible tool I can use to help teachers think about children's capacity for doing and learning science. It can help me communicate the importance of maintaining play and exploration at the center of the preschool curriculum. It can help me motivate teachers to become advocates for the time, space, and materials children need to build conceptual understanding. It can help me excite teachers about interpreting children's science ideas and using them as launching pads for on-going investigations. And finally, the position statement can help me reinforce to teachers the critical role they play, not in answering children's science questions, but in fostering children's abilities to reason, reflect, and generate increasingly sophisticated theories about the world around them.
Great Reads for Preschool Teachers
Fri, 06/27/2014 - 12:00 — firstname.lastname@example.com invited readers to weigh in on the "Best Books for Preschool Teachers" and we're proud to see four of NAEYC's books on the list!
- The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning by Ann S. Epstein
- Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 by Carol Copple and Sue Bredekamp, eds.
- Anti-Bias Education for Young Children and Ourselves by Louise Derman Sparks and Julie Olsen Edwards
- Powerful Interactions: How to Connect with Children to Extend Their Learning by Amy Laura Dombro, Judy Jablon, and Charlotte Stetson
We'd also like to highlight two more preschool teacher favorites, Developmentally Appropriate Practice: Focus on Preschoolers and Teaching Young Children (TYC), NAEYC's award winning magazine for preschool teachers.
Any other favorites you'd like to add to the list?
Happy reading!
Early Education, Technology and the Role of NAEYC
Sat, 06/14/2014 - 15:21 — email@example.com is an exciting time to be part of the early childhood education field.
Never before has there been this significant attention on the value of early learning. It is increasingly recognized as the time in a child's life where society may have the greatest impact. If we invest time and resources so young children can have access to high quality early learning experiences, we are creating a solid foundation to set them on a strong trajectory of success in school and life.
- It is going to take us investing in the early childhood workforce.
- It is going to take us investing in continuous professional development for early childhood educators--including best practices in using various forms of technology with young children, as well as skill in communicating with parents and others who perhaps subscribe to the "either/or" form of ECE
- It is going to take a public financing system with the goal of making sure that every young child in the United States has access to high quality early learning experiences.
In a recent survey of our members one of the top three topics they cared about most and wanted NAEYC to engage in was technology. I believe our members are hungry for knowledge. They want NAEYC to help guide how to effectively use technology in the classroom.
How Do You Help Families to Understand the Benefits of Intentional Teaching?
Mon, 06/02/2014 - 12:02 — gclarkeAdapted from an online Author Q&A with Ann Epstein, author of The Intentional Teacher.
Q: I understand that parents will develop their understanding of intentional teaching over the course of their child's time in a program, but what would you say to families in the beginning of the year?
A: Parents may be skeptical about intentional teaching for two opposing reasons.
On the on hand when some parents hear the words "child guided" they may worry children will not learn the basic knowledge and skills they need to be successful in school.
On the other hand, some parents fear that "adult guided" means children will not develop the ability to learn on their own.
Teachers can reassure parents that intentional teachers do prepare children for school, while also encouraging initiative and independence. Children need both types of experiences, depending on the subject matter and their emerging abilities.
So, how do you get this message across? One suggestion is that you help parents feel or experience the benefits of both methods directly. For example, you could plan a meeting for the beginning of the school year where you ask families to recall experiences in their own lives (either as children or adults) when they explored a material or practiced a skill on their own, but were able to get started or advance their technique when a more experienced person provided a helpful hint (such as adjusting the stance of their golf swing, or showing them a feature of an app they hadn't discovered on their own).
If the set-up allows, divided the parents into small groups and present them with a tool or a physical challenge, and let them try it on their own. Then offer an idea for how they can use or do it in a more complex way (such as using the tip rather than the edge of a carving tool to make impressions in clay). The "aha" moment will come when parents realize that both teaching strategies can be effective. You can then reassure them that children, like adults, learn both ways and that an intentional teacher knows when and how to use each method.
All Young Children Should Have Access to Safe, Quality Learning Environments:#BringBackOurGirls
Wed, 05/14/2014 - 10:00 — gclarkeBy: Rhian Evans Allvin
Over the past few weeks, I've followed the news about the more than 200 Nigerian girls who were kidnapped in April, and participated in the #BringBackOurGirls campaign on my personal social media account. I've reflected on what this event means to early childhood educators and NAEYC.
At its core, the work NAEYC does is about promoting and supporting developmentally appropriate, intentional early learning experiences for all young children. All young children should have access to safe, quality learning environments. It's what our association and our members work so hard to do - give the children learning experiences that will help them grow and thrive.
NAEYC created an international department in 2013 to meet a growing interest worldwide in NAEYC membership, conferences, standards frameworks, publications and resources. It's been humbling to have countries from across the globe interested in working with us to promote developmentally appropriate early learning and teacher preparation worldwide. We've been encouraged that so many countries are investing energy and resources in early learning.
And yet as the crisis in Nigeria underscores, so many children face a childhood with incredible barriers to a safe, quality education.
Our goal in our international work is to engage with the global early childhood development community to strengthen international early childhood systems as a strategy to improve early care and education for all children.
As we embark on our international work we hold in mind two guiding principles: We must be sensitive to the nuances of varying contexts as we collaborate with our international partners to ensure that our global reach is culturally appropriate. At the same time we must also maintain the integrity of NAEYC's core principles - that all young children should have access to safe, developmentally appropriate learning environments.
It is our intention that the work we're doing at NAEYC will have a positive impact long term on children, families, and society. It is our deep hope that the current international efforts focused on these girls will have an immediate impact and bring these girls home and make it safe for them to go to school. #BringBackOurGirls


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subset: commoncrawl


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List of birds of Missouri
This is a list of all bird species recorded in the U.S. state of Missouri, as listed by the Missouri Bird Records Committee of the Missouri Audubon Society.
Birds listed as either accidental, casual or hypothetical should not be expected to be found in Missouri with regularity. Except for the accidental, casual and hypothetical birds, only birds that are considered to have established, self-sustaining, wild populations in, or migrating through Missouri, or, in the case extinct or extirpated species, have had such populations in the past are included on this list. This means that birds that are considered probable escapees, although they may have been sighted flying free in Missouri, are not included on this list.
This list is presented in taxonomic order and follows The Check-list of North American Birds (7th edition, 1998) published by the American Ornithologists' Union. The family accounts at the beginning of each heading reflect this taxonomy, as do the species counts found in each family's accounts. Introduced, casual, accidental, hypothetical, extirpated and extinct species are included in the total species counts.
- (C) Casual - a species seen fewer than nine times in the past ten years but more than twice
- (A) Accidental - a species seen fewer than three times in the past ten years
- (E) Extinct - a recent bird species that no longer exists
- (Ex) Extirpated - a species which is no longer found in Missouri, but still exists elsewhere
- (I) Introduced - a species which was introduced, either directly or indirectly, to North America through the actions of humans
- (H) Hypothetical - a species which has had a credible sighting reported, but has not been documented with a specimen or with a suitable photograph
Ducks, geese and swans[edit]
Order: Anseriformes Family: Anatidae
The family Anatidae includes the ducks and most duck-like waterfowl, such as geese and swans. These birds are adapted to an aquatic existence with webbed feet, bills which are flattened to a greater or lesser extent, and feathers that are excellent at shedding water due to special oils.
- Black-bellied whistling duck,[n 1] Dendrocygna autumnalis (C)
- Fulvous whistling duck,[n 2] Dendrocygna bicolor (C)
- Greater white-fronted goose, Anser albifrons
- Snow goose, Chen caerulescens
- Ross's goose, Chen rossii
- Canada goose, Branta canadensis
- Cackling goose, Branta hutchinsonii
- Brant,[n 2] Branta bernicla (C)
- Barnacle goose,[n 1] Branta leucopsis (H)
- Mute swan, Cygnus olor (H)
- Trumpeter swan, Cygnus buccinator (Ex)
- Tundra swan, Cygnus columbianus
- Wood duck, Aix sponsa
- Gadwall, Anas strepera
- Eurasian wigeon,[n 2] Anas penelope (C)
- American wigeon, Anas americana
- American black duck, Anas rubripes
- Mallard, Anas platyrhynchos
- Blue-winged teal, Anas discors
- Cinnamon teal, Anas cyanoptera
- Northern shoveler, Anas clypeata
- Northern pintail, Anas acuta
- Garganey,[n 1] Anas querquedula (A)
- Green-winged teal, Anas crecca
- Canvasback, Aythya valisineria
- Redhead, Aythya americana
- Ring-necked duck, Aythya collaris
- Greater scaup, Aythya marila
- Lesser scaup, Aythya affinis
- Common eider, Somateria mollissima (H)
- Harlequin duck,[n 1] Histrionicus histrionicus (C)
- Surf scoter, Melanitta perspicillata
- White-winged scoter, Melanitta fusca
- Black scoter, Melanitta americana
- Long-tailed duck, Clangula hyemalis
- Bufflehead, Bucephala albeola
- Common goldeneye, Bucephala clangula
- Barrow's goldeneye,[n 2] Bucephala islandica (C)
- Smew, Mergellus albellus (A)
- Hooded merganser, Lophodytes cucullatus
- Common merganser, Mergus merganser
- Red-breasted merganser, Mergus serrator
- Ruddy duck, Oxyura jamaicensis
Partridges, grouse, turkeys and Old World quail[edit]
Order: Galliformes Family: Phasianidae
The Phasianidae is a family of birds which consists of the pheasants and their allies including the partridges, grouse, turkeys and old world quail. These are terrestrial species, variable in size but generally plump, with broad, relatively short wings. Many species are gamebirds or have been domesticated as a food source for humans.
- Gray partridge,[n 2] Perdix perdix (H)(I)
- Ring-necked pheasant, Phasianus colchicus (I)
- Ruffed grouse, Bonasa umbellus
- Greater prairie chicken, Tympanuchus cupido
- Wild turkey, Meleagris gallopavo
New World quail[edit]
Order: Galliformes Family: Odontophoridae
The New World quails are small, plump terrestrial birds only distantly related to the quails of the Old World, but named for their similar appearance and habits.
- Northern bobwhite, Colinus virginianus
Order: Gaviiformes Family: Gaviidae
Loons are aquatic birds the size of a large duck, to which they are unrelated. Their plumage is largely gray or black, and they have spear-shaped bills. Loons swim well and fly adequately, but are almost hopeless on land, because their legs are placed towards the rear of the body.
- Red-throated loon[n 2], Gavia stellata
- Pacific loon,[n 2] Gavia pacifica
- Common loon, Gavia immer
- Yellow-billed loon[n 1], Gavia adamsii (A)
Order: Podicipediformes Family: Podicipedidae
Grebes are small to medium-large freshwater diving birds. They have lobed toes and are excellent swimmers and divers. However, they have their feet placed far back on the body, making them quite ungainly on land.
- Pied-billed grebe, Podilymbus podiceps
- Horned grebe, Podiceps auritus
- Red-necked grebe,[n 2] Podiceps grisegena
- Eared grebe, Podiceps nigricollis
- Western grebe, Aechmorphorus occidentalis
- Clark's grebe, Aechmorphorus clarkii (A)
Storm petrels[edit]
Order: Procellariiformes Family: Hydrobatidae
The storm petrels are the smallest seabirds, relatives of the petrels, feeding on planktonic crustaceans and small fish picked from the surface, typically while hovering. The flight is fluttering and sometimes bat-like.
- Band-rumped storm petrel,[n 1] Oceanodroma castro (A)
Order: Pelecaniformes Family: Pelecanidae
Pelicans are very large water birds with a distinctive pouch under their beak. Like other birds in the order Pelecaniformes, they have four webbed toes.
- American white pelican, Pelecanus erythrorhynchos
- Brown pelican,[n 1] Pelecanus occidentalis (C)
Order: Pelecaniformes Family: Phalacrocoracidae
Cormorants are medium-to-large aquatic birds, usually with mainly dark plumage and areas of colored skin on the face. The bill is long, thin and sharply hooked. Their feet are four-toed and webbed, a distinguishing feature among the Pelecaniformes order.
- Neotropic cormorant,[n 2] Phalacrocorax brasilianus (C)
- Double-crested cormorant, Phalacrocorax auritus
Order: Pelecaniformes Family: Anhingidae
Darters are cormorant-like water birds with very long necks and long, straight beaks. They are fish eaters which often swim with only their neck above the water.
Order: Pelecaniformes Family: Fregatidae
Frigatebirds are large seabirds usually found over tropical oceans. They are large, black or black and white, with long wings and deeply forked tails. The males have colored inflatable throat pouches. They do not swim or walk and cannot take off from a flat surface. Having the largest wingspan-to-body-weight ratio of any bird, they are essentially aerial, able to stay aloft for more than a week.
- Magnificent frigatebird,[n 1] Fregata magnificens (A)
Bitterns, herons and egrets[edit]
Order: Ciconiiformes Family: Ardeidae
The family Ardeidae contains the herons, egrets and bitterns. Herons and egrets are medium to large wading birds with long necks and legs. Bitterns tend to be shorter necked and more secretive. Members of Ardeidae fly with their necks retracted, unlike other long-necked birds such as storks, ibises and spoonbills.
- American bittern, Botaurus lentiginosus
- Least bittern, Ixobrychus exilis
- Great blue heron, Ardea herodias
- Great egret, Ardea alba
- Snowy egret, Egretta thula
- Little blue heron, Egretta caerulea
- Tricolored heron,[n 2] Egretta tricolor
- Reddish egret, Egretta rufescens (H)
- Cattle egret, Bubulcus ibis
- Green heron, Butorides virescens
- Black-crowned night heron, Nycticorax nycticorax
- Yellow-crowned night heron, Nyctanassa violacea
Ibises and spoonbills[edit]
Order: Ciconiiformes Family: Threskiornithidae
The family Threskiornithidae includes the ibises and spoonbills. They have long, broad wings. Their bodies tend to be elongated, the neck more so, with rather long legs. The bill is also long, decurved in the case of the ibises, straight and distinctively flattened in the spoonbills.
- American white ibis,[n 2] Eudocimus albus
- Glossy ibis,[n 2] Plegadis falcinellus
- White-faced ibis,[n 2] Plegadis chihi
- Roseate spoonbill,[n 1] Platalea ajaja (A)
Order: Ciconiiformes Family: Ciconiidae
Storks are large, heavy, long-legged, long-necked wading birds with long stout bills and wide wingspans. They lack the powder down that other wading birds such as herons, spoonbills and ibises use to clean off fish slime. Storks lack a pharynx and are mute.
- Wood stork,[n 2] Mycteria americana (C)
New World vultures[edit]
Order: Ciconiiformes Family: Cathartidae
The New World vultures are not closely related to Old World vultures, but superficially resemble them because of convergent evolution. Like the Old World vultures, they are scavengers However, unlike Old World vultures, which find carcasses by sight, New World vultures have a good sense of smell with which they locate carcasses.
- Black vulture, Coragyps atratus
- Turkey vulture, Cathartes aura
Order: Phoenicopteriformes Family: Phoenicopteridae
Flamingos (genus Phoenicopterus monotypic in the family Phoenicopteridae) are gregarious wading birds, usually 3 to 5 feet (0.9 to 1.5 m) feet in height, found in both the Western and Eastern Hemispheres. Flamingos filter-feed on shellfish and algae. Their oddly shaped beaks are specially adapted to separate mud and silt from the food they consume and, uniquely, are used upside-down.
- Caribbean flamingo, Phoenicopterus ruber (H)
Order: Falconiformes Family: Pandionidae
Pandionidae is a family of fish-eating birds of prey, possessing a very large, powerful hooked beak for tearing flesh from their prey, strong legs, powerful talons and keen eyesight. The family is monotypic.
- Osprey, Pandion haliaetus
Hawks, kites and eagles[edit]
Order: Falconiformes Family: Accipitridae
The family Accipitridae is a family of birds of prey and includes hawks, eagles, kites, harriers and Old World vultures. These birds have very large powerful hooked beaks for tearing flesh from their prey, strong legs, powerful talons and keen eyesight.
- Swallow-tailed kite,[n 1] Elanoides forficatus (C)
- White-tailed kite,[n 1] Elanus leucurus (H)
- Mississippi kite, Ictinia mississippiensis
- Bald eagle, Haliaeetus leucocephalus
- Northern harrier, Circus cyaneus
- Sharp-shinned hawk, Accipiter striatus
- Cooper's hawk, Accipiter cooperii
- Northern goshawk,[n 2] Accipiter gentilis
- Harris's hawk,[n 1] Parabuteo unicinctus (A)
- Red-shouldered hawk, Buteo lineatus
- Broad-winged hawk, Buteo platypterus
- Swainson's hawk, Buteo swainsoni
- Red-tailed hawk, Buteo jamaicensis
- Ferruginous hawk,[n 2] Buteo regalis (C)
- Rough-legged hawk, Buteo lagopus
- Golden eagle, Aquila chrysaetos
Caracaras and falcons[edit]
Order: Falconiformes Family: Falconidae
Falconidae is a family of diurnal birds of prey, notably the falcons and caracaras. They differ from hawks, eagles and kites in that they kill with their beaks instead of their talons.
- American kestrel, Falco sparverius
- Merlin, Falco columbarius
- Gyrfalcon,[n 1] Falco rusticolus (A)
- Peregrine falcon, Falco peregrinus
- Prairie falcon,[n 2] Falco mexicanus
Rails, gallinules and coots[edit]
Order: Gruiformes Family: Rallidae
Rallidae is a large family of small to medium-sized birds which includes the rails, crakes, coots and gallinules. The most typical family members occupy dense vegetation in damp environments near lakes, swamps or rivers. In general they are shy and secretive birds, making them difficult to observe. Most species have strong legs and long toes which are well adapted to soft uneven surfaces. They tend to have short, rounded wings and to be weak fliers.
- Yellow rail, Coturnicops noveboracensis
- Black rail,[n 2] Laterallus jamaicensis (C)
- King rail, Rallus elegans
- Virginia rail, Rallus limicola
- Sora, Porzana carolina
- American purple gallinule,[n 2] Porphyrio martinica
- Common gallinule, Gallinula galeata
- American coot, Fulica americana
Order: Gruiformes Family: Gruidae
Cranes are large, long-legged and long-necked birds. Unlike the similar-looking but unrelated herons, cranes fly with necks outstretched, not pulled back. Most have elaborate and noisy courting displays or "dances".
- Sandhill crane, Grus canadensis
- Whooping crane,[n 1] Grus americana (A)
Lapwings and plovers[edit]
Order: Charadriiformes Family: Charadriidae
The family Charadriidae includes the plovers, dotterels and lapwings. They are small to medium-sized birds with compact bodies, short, thick necks and long, usually pointed, wings. They are found in open country worldwide, mostly in habitats near water.
- Black-bellied plover, Pluvialis squatarola
- American golden plover, Pluvialis dominica
- Snowy plover,[n 2] Charadrius nivosus
- Semipalmated plover, Charadrius semipalmatus
- Piping plover, Charadrius melodus
- Killdeer, Charadrius vociferus
- Mountain plover, Charadrius montanus (H)
Stilts and avocets[edit]
Order: Charadriiformes Family: Recurvirostridae
Recurvirostridae is a family of large wading birds, which includes the avocets and stilts. The avocets have long legs and long up-curved bills. The stilts have extremely long legs and long, thin, straight bills.
- Black-necked stilt, Himantopus mexicanus
- American avocet, Recurvirostra americana
Sandpipers and allies[edit]
Order: Charadriiformes Family: Scolopacidae
Scolopacidae is a large diverse family of small to medium-sized shorebirds including the sandpipers, curlews, godwits, shanks, tattlers, woodcocks, snipes, dowitchers and phalaropes. The majority of these species eat small invertebrates picked out of the mud or soil. Different lengths of legs and bills enable multiple species to feed in the same habitat, particularly on the coast, without direct competition for food.
- Greater yellowlegs, Tringa melanoleuca
- Lesser yellowlegs, Tringa flavipes
- Solitary sandpiper, Tringa solitaria
- Willet, Tringa semipalmata
- Spotted sandpiper, Actitis macularia
- Upland sandpiper, Bartramia longicauda
- Eskimo curlew[n 3], Numenius borealis (Ex)
- Whimbrel,[n 2] Numenius phaeopus
- Long-billed curlew,[n 2] Numenius americanus (C)
- Hudsonian godwit, Limosa haemastica
- Marbled godwit, Limosa fedoa
- Ruddy turnstone, Arenaria interpres
- Red knot, Calidris canutus
- Sanderling, Calidris alba
- Semipalmated sandpiper, Calidris pusilla
- Western sandpiper, Calidris mauri
- Red-necked stint/little stint, Calidris ruficollis/Calidris minuta
- Least sandpiper, Calidris minutilla
- White-rumped sandpiper, Calidris fuscicollis
- Baird's sandpiper, Calidris bairdii
- Pectoral sandpiper, Calidris melanotos
- Purple sandpiper, Calidris maritima (H)
- Dunlin, Calidris alpina
- Curlew sandpiper, Calidris ferruginea (A)
- Stilt sandpiper, Calidris himantopus
- Buff-breasted sandpiper, Tryngites subruficollis
- Ruff,[n 2] Philomachus pugnax (C)
- Short-billed dowitcher, Limnodromus griseus
- Long-billed dowitcher, Limnodromus scolopaceus
- Wilson's snipe, Gallinago delicata
- American woodcock, Scolopax minor
- Wilson's phalarope, Phalaropus tricolor
- Red-necked phalarope, Phalaropus lobatus
- Red phalarope,[n 2] Phalaropus fulicarius (C)
Order: Charadriiformes Family: Stercorariidae
Skuas are in general medium to large birds, typically with gray or brown plumage, often with white markings on the wings. They have longish bills with hooked tips and webbed feet with sharp claws. They look like large dark gulls, but have a fleshy cere above the upper mandible. They are strong, acrobatic fliers.
- Pomarine jaeger,[n 1] Stercorarius pomarinus (C)
- Parasitic jaeger,[n 1] Stercorarius parasiticus (A)
- Long-tailed jaeger,[n 1] Stercorarius longicaudus (A)
Gulls, terns and skimmers[edit]
Order: Charadriiformes Family: Laridae
Laridae is a family of medium to large seabirds and includes gulls, terns, kittiwakes and skimmers. They are typically gray or white, often with black markings on the head or wings. They have stout, longish bills and webbed feet.
- Laughing gull,[n 2] Leucophaeus atricilla
- Franklin's gull, Leucophaeus pipixcan
- Little gull,[n 1] Hydrocoloeus minutus (C)
- Black-headed gull,[n 1] Chroicocephalus ridibundus (A)
- Bonaparte's gull, Chroicocephalus philadelphia
- Ring-billed gull, Larus delawarensis
- California gull,[n 2] Larus californicus (C)
- Herring gull, Larus argentatus
- Thayer's gull, Larus thayeri
- Iceland gull,[n 2] Larus glaucoides
- Lesser black-backed gull,[n 1] Larus fuscus
- Slaty-backed gull,[n 1] Larus schistisagus (A)
- Glaucous-winged gull, Larus glaucescens (A)
- Glaucous gull, Larus hyperboreus
- Great black-backed gull,[n 2] Larus marinus
- Sabine's gull,[n 2] Xema sabini
- Black-legged kittiwake,[n 2] Rissa tridactyla
- Ross's gull, Rhodostethia rosea (A)
- Caspian tern, Hydroprogne caspia
- Common tern, Sterna hirundo
- Forster's tern, Sterna forsteri
- Least tern, Sternula antillarum
- Sooty tern,[n 1] Onychoprion fuscata (A)
- Black tern, Chlidonias niger (Ex)
- Black skimmer, Rynchops niger (A)
Pigeons and doves[edit]
Order: Columbiformes Family: Columbidae
Pigeons and doves are stout-bodied birds with short necks and short slender bills with a fleshy cere.
- Rock dove, Columba livia (I)
- Band-tailed pigeon,[n 1] Patagioenas fasciata (A)
- Eurasian collared dove, Streptopelia decaocto (I)
- White-winged dove,[n 1] Zenaida asiatica (C)
- Mourning dove, Zenaida macroura
- Passenger pigeon,[n 3] Ectopistes migratorius (E)
- Inca dove,[n 1] Columbina inca (A)
- Common ground dove,[n 1] Columbina passerina (C)
Order: Psittaciformes Family: Psittacidae
Parrots are small to large birds with a characteristic curved beak. Their upper mandibles have slight mobility in the joint with the skull and they have a generally erect stance. All parrots are zygodactyl, having the four toes on each foot placed two at the front and two to the back.
- Carolina parakeet,[n 3] Conuropsis carolinensis (E)
Cuckoos, roadrunners and anis[edit]
Order: Cuculiformes Family: Cuculidae
Cuculidae includes cuckoos, roadrunners and anis. These birds are of variable size with slender bodies, long tails and strong legs. Unlike the cuckoo species of the Old World, North American cuckoos are not brood parasites.
Barn owls[edit]
Order: Strigiformes Family: Tytonidae
Barn owls are medium to large owls with large heads and characteristic heart-shaped faces. They have long strong legs with powerful talons.
- Barn owl, Tyto alba
Typical owls[edit]
Order: Strigiformes Family: Strigidae
The typical owls are small to large solitary nocturnal birds of prey. They have large forward-facing eyes and ears, a hawk-like beak and a conspicuous circle of feathers around each eye called a facial disk.
- Eastern screech owl, Megascops asio
- Great horned owl, Bubo virginianus
- Snowy owl,[n 2] Bubo scandiacus
- Burrowing owl,[n 2] Athene cunicularia (C)
- Barred owl, Strix varia
- Long-eared owl, Asio otus
- Short-eared owl, Asio flammeus
- Northern saw-whet owl, Aegolius acadicus
Order: Caprimulgiformes Family: Caprimulgidae
- Common nighthawk, Chordeiles minor
- Common poorwill,[n 1] Phalaenoptilus nuttallii (A)
- Chuck-will's-widow, Antrostomus carolinensis
- Eastern whip-poor-will, Antrostomus vociferus
Order: Apodiformes Family: Apodidae
- Chimney swift, Chaetura pelagica
- White-throated swift,[n 1] Aeronautes saxatalis (A)
Order: Apodiformes Family: Trochilidae
- Green violet-ear,[n 1] Colibri thalassinus (A)
- Ruby-throated hummingbird, Archilochus colubris
- Black-chinned hummingbird, Archilochus alexandri (A)
- Anna's hummingbird,[n 1] Calypte anna (CA)
- Calliope hummingbird, Selasphorus calliope (A)
- Rufous hummingbird, Selasphorus rufus
Order: Coraciiformes Family: Alcedinidae
- Belted kingfisher, Megaceryle alcyon
Woodpeckers, sapsuckers and flickers[edit]
Order: Piciformes Family: Picidae
- Lewis's woodpecker,[n 1] Melanerpes lewis (A)
- Red-headed woodpecker, Melanerpes erythrocephalus
- Red-bellied woodpecker, Melanerpes carolinus
- Yellow-bellied sapsucker, Sphyrapicus varius
- Downy woodpecker, Picoides pubescens
- Hairy woodpecker, Picoides villosus
- Red-cockaded woodpecker,[n 3] Picoides borealis (Ex)
- Northern flicker, Colaptes auratus
- Pileated woodpecker, Dryocopus pileatus
- Ivory-billed woodpecker,[n 3] Campephilus principalis (Ex)
Tyrant flycatchers[edit]
Order: Passeriformes Family: Tyrannidae
- Olive-sided flycatcher, Contopus cooperi
- Eastern wood pewee, Contopus virens
- Yellow-bellied flycatcher, Empidonax flaviventris
- Acadian flycatcher, Empidonax virescens
- Alder flycatcher, Empidonax alnorum
- Willow flycatcher, Empidonax traillii
- Least flycatcher, Empidonax minimus
- Eastern phoebe, Sayornis phoebe
- Say's phoebe,[n 1] Sayornis saya (CA)
- Vermilion flycatcher,[n 1] Pyrocephalus rubinus (CA)
- Great crested flycatcher, Myiarchus crinitus
- Tropical kingbird, Tyrannus melancholicus (A)
- Western kingbird, Tyrannus verticalis
- Eastern kingbird, Tyrannus tyrannus
- Scissor-tailed flycatcher, Tyrannus forficatus
Order: Passeriformes Family: Laniidae
- Loggerhead shrike, Lanius ludovicianus
- Northern shrike,[n 2] Lanius excubitor
Order: Passeriformes Family: Vireonidae
- White-eyed vireo, Vireo griseus
- Bell's vireo, Vireo bellii
- Yellow-throated vireo, Vireo flavifrons
- Blue-headed vireo, Vireo solitarius
- Warbling vireo, Vireo gilvus
- Philadelphia vireo, Vireo philadelphicus
- Red-eyed vireo, Vireo olivaceus
Jays, crows, magpies and ravens[edit]
Order: Passeriformes Family: Corvidae
- Blue jay, Cyanocitta cristata
- Clark's nutcracker,[n 1] Nucifraga columbiana (CA)
- Black-billed magpie,[n 1] Pica hudsonia (A)
- American crow, Corvus brachyrhynchos
- Fish crow, Corvus ossifragus
- Common raven,[n 3] Corvus corax (Ex)
Order: Passeriformes Family: Alaudidae
- Horned lark, Eremophila alpestris
Swallows and martins[edit]
Order: Passeriformes Family: Hirundinidae
- Purple martin, Progne subis
- Tree swallow, Tachycineta bicolor
- Northern rough-winged swallow, Stelgidopteryx serripennis
- Bank swallow, Riparia riparia
- Cliff swallow, Petrochelidon pyrrhonota
- Barn swallow, Hirundo rustica
Chickadees and titmice[edit]
Order: Passeriformes Family: Paridae
- Carolina chickadee, Poecile carolinensis
- Black-capped chickadee, Poecile atricapilla
- Tufted titmouse, Baeolophus bicolor
Order: Passeriformes Family: Sittidae
Nuthatches are small woodland birds. They have the unusual ability to climb down trees head first, unlike other birds which can only go upwards. Nuthatches have big heads, short tails and powerful bills and feet.
- Red-breasted nuthatch, Sitta canadensis
- White-breasted nuthatch, Sitta carolinensis
- Brown-headed nuthatch,[n 3] Sitta pusilla (Ex)
Order: Passeriformes Family: Certhiidae
Treecreepers are small woodland birds, brown above and white below. They have thin pointed down-curved bills, which they use to extricate insects from bark. They have stiff tail feathers, like woodpeckers, which they use to support themselves on vertical trees.
- Brown creeper, Certhia americana
Order: Passeriformes Family: Troglodytidae
Wrens are small and inconspicuous birds, except for their loud songs. They have short wings and thin down-turned bills. Several species often hold their tails upright. All are insectivorous.
- Rock wren,[n 1] Salpinctes obsoletus (C)
- Carolina wren, Thryothorus ludovicianus
- Bewick's wren, Thryomanes bewickii
- House wren, Troglodytes aedon
- Winter wren, Troglodytes hiemalis
- Sedge wren, Cistothorus platensis
- Marsh wren, Cistothorus palustris
Order: Passeriformes Family: Regulidae
The kinglets are a small family of birds which resemble the titmice. They are very small insectivorous birds in the genus Regulus. The adults have colored crowns, giving rise to their name.
- Golden-crowned kinglet, Regulus satrapa
- Ruby-crowned kinglet, Regulus calendula
Order: Passeriformes Family: Polioptilidae
- Blue-gray gnatcatcher, Polioptila caerulea
Order: Passeriformes Family: Turdidae
The thrushes are a group of passerine birds that occur mainly but not exclusively in the Old World. They are plump, soft plumaged, small to medium-sized insectivores or sometimes omnivores, often feeding on the ground. Many have attractive songs.
- Eastern bluebird, Sialia sialis
- Mountain bluebird,[n 2] Sialia currucoides (C)
- Townsend's solitaire,[n 2] Myadestes townsendi
- Veery, Catharus fuscescens
- Gray-cheeked thrush, Catharus minimus
- Swainson's thrush, Catharus ustulatus
- Hermit thrush, Catharus guttatus
- Wood thrush, Hylocichla mustelina
- American robin, Turdus migratorius
- Varied thrush,[n 2] Ixoreus naevius (C)
Order: Passeriformes Family: Mimidae
The mimids are a family of passerine birds that includes thrashers, mockingbirds, tremblers and the New World catbirds. These birds are notable for their vocalization, especially their remarkable ability to mimic a wide variety of birds and other sounds heard outdoors. The species tend towards dull grays and browns in their appearance.
- Gray catbird, Dumetella carolinensis
- Northern mockingbird, Mimus polyglottos
- Sage thrasher,[n 1] Oreoscoptes montanus (A)
- Brown thrasher, Toxostoma rufum
Order: Passeriformes Family: Sturnidae
Starlings are small to medium-sized passerine birds with strong feet. Their flight is strong and direct and they are very gregarious. Their preferred habitat is fairly open country, and they eat insects and fruit. Plumage is typically dark with a metallic sheen.
- European starling, Sturnus vulgaris (I)
Wagtails and pipits[edit]
Order: Passeriformes Family: Motacillidae
Motacillidae is a family of small passerine birds with medium to long tails. They include the wagtails, longclaws and pipits. They are slender, ground feeding insectivores of open country.
- Sprague's pipit, Anthus spragueii
Order: Passeriformes Family: Bombycillidae
The waxwings are a group of birds with soft silky plumage and unique red tips to some of the wing feathers. In the Bohemian and cedar waxwings, these tips look like sealing wax and give the group its name. These are arboreal birds of northern forests. They live on insects in summer and berries in winter.
- Bohemian waxwing,[n 2] Bombycilla garrulus (C)
- Cedar waxwing, Bombycilla cedrorum
Longspurs and snow buntings[edit]
Order: Passeriformes Family: Calcariidae
The Calcariidae are a group of passerine birds that have been traditionally grouped with the Emberizeridae (New World sparrows), but differ in a number of respects and are usually found in open grassy areas.
- McCown's longspur,[n 2] Calcarius mccownii (A)
- Lapland longspur, Calcarius lapponicus
- Smith's longspur, Calcarius pictus
- Chestnut-collared longspur,[n 2] Calcarius ornatus
- Snow bunting,[n 2] Plectrophenax nivalis
Order: Passeriformes Family: Parulidae
The wood warblers are a group of small often colorful passerine birds restricted to the New World. Most are arboreal, but some are more terrestrial. Most members of this family are insectivores.
- Bachman's warbler,[n 3] Vermivora bachmanii (E)
- Blue-winged warbler, Vermivora cyanoptera
- Golden-winged warbler, Vermivora chrysoptera
- Tennessee warbler, Oreothlypis peregrina
- Orange-crowned warbler, Oreothlypis celata
- Nashville warbler, Oreothlypis ruficapilla
- Northern parula, Setophaga americana
- Yellow warbler, Setophaga petechia
- Chestnut-sided warbler, Setophaga pensylvanica
- Magnolia warbler, Setophaga magnolia
- Cape May warbler, Setophaga tigrina
- Black-throated blue warbler,[n 2] Setophaga caerulescens
- Yellow-rumped warbler, Setophaga coronata
- Black-throated green warbler, Setophaga virens
- Hermit warbler,[n 1] Setophaga occidentalis (A)
- Blackburnian warbler, Setophaga fusca
- Yellow-throated warbler, Setophaga dominica
- Pine warbler, Dendroica pinus
- Kirtland's warbler,[n 1] Setophaga kirtlandii (A)
- Prairie warbler, Setophaga discolor
- Palm warbler, Setophaga palmarum
- Bay-breasted warbler, Setophaga castanea
- Blackpoll warbler, Setophaga striata
- Cerulean warbler, Setophaga cerulea
- American redstart, Setophaga ruticilla
- Hooded warbler, Setophaga citrina
- Black-and-white warbler, Mniotilta varia
- Prothonotary warbler, Protonotaria citrea
- Worm-eating warbler, Helmitheros vermivorus
- Swainson's warbler, Limnothlypis swainsonii
- Ovenbird, Seiurus aurocapilla
- Northern waterthrush, Parkesia noveboracensis
- Louisiana waterthrush, Parkesia motacilla
- Connecticut warbler, Oporornis agilis
- Kentucky warbler, Geothlypis formosa
- Mourning warbler, Geothlypis philadelphia
- MacGillivray's warbler,[n 1] Geothlypis tolmiei (A)
- Common yellowthroat, Geothlypis trichas
- Wilson's warbler, Cardellina pusilla
- Canada warbler, Cardellina canadensis
- Yellow-breasted chat, Icteria virens
American sparrows, towhees, juncos and longspurs[edit]
Order: Passeriformes Family: Emberizidae
Emberizidae is a large family of passerine birds. They are seed-eating birds with distinctively shaped bills. In Europe, most species are called buntings, while in North America, most of the species in this family are known as sparrows. These birds are not closely related to the Old World sparrows which are in the family Passeridae. Many emberizid species have distinctive head patterns.
- Green-tailed towhee,[n 2] Pipilo chlorurus (CA)
- Spotted towhee, Pipilo maculatus
- Eastern towhee, Pipilo erythrophthalmus
- Bachman's sparrow, Peucaea aestivalis
- American tree sparrow, Spizella arborea
- Chipping sparrow, Spizella passerina
- Clay-colored sparrow, Spizella pallida
- Field sparrow, Spizella pusilla
- Vesper sparrow, Pooecetes gramineus
- Lark sparrow, Chondestes grammacus
- Black-throated sparrow,[n 2] Amphispiza bilineata (A)
- Lark bunting,[n 2] Calamospiza melanocorys (CA)
- Savannah sparrow, Passerculus sandwichensis
- Grasshopper sparrow, Ammodramus savannarum
- Henslow's sparrow, Ammodramus henslowii
- Le Conte's sparrow, Ammodramus leconteii
- Nelson's sparrow, Ammodramus nelsoni
- Fox sparrow, Passerella iliaca
- Song sparrow, Melospiza melodia
- Lincoln's sparrow, Melospiza lincolnii
- Swamp sparrow, Melospiza georgiana
- White-throated sparrow, Zonotrichia albicollis
- Harris's sparrow, Zonotrichia querula
- White-crowned sparrow, Zonotrichia leucophrys
- Golden-crowned sparrow,[n 1] Zonotrichia atricapilla (A)
- Dark-eyed junco, Junco hyemalis
Cardinals, saltators and grosbeaks[edit]
Order: Passeriformes Family: Cardinalidae
The cardinals are a family of robust, seed-eating birds with strong bills. They are typically associated with open woodland. The sexes usually have distinct plumage. There are 8 Missouri species.
- Northern cardinal, Cardinalis cardinalis
- Summer tanager, Piranga rubra
- Scarlet tanager, Piranga olivacea
- Western tanager,[n 1] Piranga ludoviciana (CA)
- Rose-breasted grosbeak, Pheucticus ludovicianus
- Black-headed grosbeak,[n 2] Pheucticus melanocephalus
- Blue grosbeak, Passerina caerulea
- Lazuli bunting,[n 2] Passerina amoena (C)
- Indigo bunting, Passerina cyanea
- Painted bunting, Passerina ciris
- Dickcissel, Spiza americana
Order: Passeriformes Family: Icteridae
The icterids are a group of small to medium-sized, often colorful passerine birds restricted to the New World and include the grackles, New World blackbirds and New World orioles. Most species have black as a predominant plumage color, often enlivened by yellow, orange or red.
- Bobolink, Dolichonyx oryzivorus
- Red-winged blackbird, Agelaius phoeniceus
- Eastern meadowlark, Sturnella magna
- Western meadowlark, Sturnella neglecta
- Yellow-headed blackbird, Xanthocephalus xanthocephalus
- Rusty blackbird, Euphagus carolinus
- Brewer's blackbird, Euphagus cyanocephalus
- Common grackle, Quiscalus quiscula
- Great-tailed grackle, Quiscalus mexicanus
- Bronzed cowbird, Molothrus aeneus (A)
- Brown-headed cowbird, Molothrus ater
- Orchard oriole, Icterus spurius
- Baltimore oriole, Icterus galbula
Fringilline finches, cardueline finches and allies[edit]
Order: Passeriformes Family: Fringillidae
Finches are seed-eating passerine birds, that are small to moderately large and have strong beaks, usually conical and in some species very large. All have twelve tail feathers and nine primaries. These birds have a bouncing flight with alternating bouts of flapping and gliding on closed wings, and most sing well.
- Pine grosbeak,[n 2] Pinicola enucleator (C)
- Purple finch, Haemorhous purpureus
- House finch, Haemorhous mexicanus
- Red crossbill,[n 2] Loxia curvirostra
- White-winged crossbill,[n 2] Loxia leucoptera
- Common redpoll,[n 2] Acanthis flammea
- Pine siskin, Spinus pinus
- Lesser goldfinch,[n 1] Spinus psaltria (A)
- American goldfinch, Spinus tristis
- Evening grosbeak,[n 2] Coccothraustes vespertinus
Old World sparrows[edit]
Order: Passeriformes Family: Passeridae
Old World sparrows are small passerine birds. In general, sparrows tend to be small plump brownish or grayish birds with short tails and short powerful beaks. Sparrows are seed eaters, but they also consume small insects.
- House sparrow, Passer domesticus (I)
- Eurasian tree sparrow, Passer montanus (I)
See also[edit]
- ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj ak al am an ao ap aq Species recorded fewer than five times throughout the state's history.[1]
- ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj ak al am an ao ap aq ar as at au av aw ax ay az Species detected once or twice every few years.[1]
- ^ a b c d e f g h Species formerly occurred in Missouri, but are either extinct or otherwise unlikely to be reported in Missouri in the future [1]
- Annotated Checklist of Missouri Birds. Missouri Bird Records Committee. The Audubon Society of Missouri homepage.
- The AOU Check-list of North American Birds, American Ornithologists' Union, 7th edition (taxonomy of birds found in North and Middle America).
- Splitting headaches? Recent taxonomic changes affecting the British and Western Palaearctic lists - Martin Collinson, British Birds vol 99 (June 2006), 306-323
- ^ a b c "Birding: Uncommon or Extinct". Missouri Department of Conservation. Retrieved April 10, 2011.


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Bronwyn's StandBronwyn Barrister has her life in order. She has loyal friends, a successful business, and a family who loves her beyond measure. She has everything she has ever had the courage to dream for. One man, however, has begun to threaten it all. She sent him to prison for eleven years, but now he's free to exact his revenge upon her. With menacing phone calls and vile threats, he stalks her. He is a monster from her past, the past she tries to hide. When Vincent Lane and his team are hired by Bronwyn's uncle to keep her safe, he finds himself drawn in by her beauty, strength, and wicked intelligence. And when he allows himself to look beyond the surface, he discovers the woman behind the defenses; a woman who strips him bare and makes him want more than he has ever wanted in his life. As the stalking and danger escalates to arson, Vincent is torn between ecstasy and terror. He must find a way to stop this madman before it's too late. |
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Valentine's Day
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JFF Tekkoshocon \'08 Performance!
The Japanese Fxxker Family is back, and we have an amazing performance even better than last years waiting in store for you at Tekkoshocon 2008! Unfortunetly, Tekko changed their Masquerade Performance rules. The time limit is down to TWO MINUTES! We need at least four to put out an awesome song for your enjoyment! We have costumes and set list planned. Our fifth member is even trying to go this year. We need YOUR help to get us noticed! We are a traveling cosplay cover band. We drive all the way out to Pitsburgh from Colorado to play for you. We need to show this Animé Convention that Japanese Music plays an important role in their culture too! Help us and sign - and we\'ll make sure you hear Jrock throughout the entire convention. http://www.myspace.com/japanesefxxkerfamily
Recent signatures
Thromulator!, United States
7 years ago Comments: YOU SUCK!!!!!!!
Danislav Kotowski, United States
7 years ago Comments: After having read your impassioned plea (whine) on your myspace, read the description of your artistic ensemble's mission statement (pretentious, Over used, over dramatic BS), and listened to the music of your group (I've heard better plinking from a moron screwing up on expert on Guitar Hero), I really have to say that you guys probably don't even deserve the 2 minutes already being afforded you. Learn to play your instruments, write some original music, and get yourself a style that doesn't scream "Last years Hot Topic fire sale." Maybe, just Maybe, at that point you'll be worthy of some real time in the spotlight. Until then, lip synching (badly), air drumming (worse), and faking your guitars (Come on, do you even know what your fingers are supposed to look like when you play a chord) will get old fast, people will tire of you, and you'll be left behind.
Kathryn Sensei, Japan
7 years ago Comments: "We need to show this Animé Convention that Japanese Music plays an important role in their culture too! " I think you're overlooking the big picture. Instead of driving waaaaaay out to Pitsburgh to get "noticed" and spread culture, perhaps you should look into applying for grants to further your cause, or see if university and high school Asian Studies programs would host some awesome performance workshops with Q&A after. Look into it! With grant money you'd be in prime position to create your own performance platform/venue instead of being at the mercy of rules created by folks with the prime agenda of keeping things even, fair, and running smoothly.
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New Crocker Opens 10/10/10
Excitement is building for the opening of the newly expanded Crocker Art Museum on Oct. 10. The Teel Family Pavilion, a... Posted on Monday, October 4, 2010 By Elena M. Macaluso |
Take a Trip to Brownie Town
Sac Maggers made a visit to Brownie Town recently. (OK, Brownie Town made a visit to us, but we'll be making a trek... Posted on Saturday, October 2, 2010 By Elena M. Macaluso |
Rocktoberfest at Fairytale Town
Tomorrow is the Active 20-30 Club's version of Oktoberfest. Called "Rocktoberfest," this event is... Posted on Friday, October 1, 2010 By Jessica Mulholland |
Big Crush Means Big Party
The first weekend of October is one of my favorite times of the year. Not only is it my birthday weekend, not only is it... Posted on Wednesday, September 29, 2010 By Greg Sabin |
Jamba Juice Breakfasts
Steel-cut oatmeal for $1? You betcha if you go to Jamba Juice. The national chain—best known for its refreshing... Posted on Tuesday, September 28, 2010 By Elena M. Macaluso |
Urban Cow Runner's Symposium
Whether you're running this weekend's Urban Cow Half Marathon (which includes a half marathon relay and 5K... Posted on Tuesday, September 28, 2010 By Elena M. Macaluso |
Dan Aykroyd Signing at BevMo this Wednesday
Ever heard of Crystal Head Vodka ? I happened to spot its unique bottle at my parents' house a few weeks ago.... Posted on Monday, September 27, 2010 By Jessica Mulholland |
'Son of A Sense of Place'
Join Sacramento native/storyteller Joe Genshlea on Oct. 2 as he presents Son of A Sense of Place at the Crest Theatre.... Posted on Saturday, September 25, 2010 By Elena M. Macaluso |
Health Fair in Woodland
Love Mexican food but wish you knew how to make your favorite dishes healthier? You're in luck. One of the many... Posted on Friday, September 24, 2010 By Elena M. Macaluso |
Great Sierra River Cleanup
If you like the water and don't mind a little ick factor, you can greatly help our precious waterways by taking... Posted on Friday, September 24, 2010 By Elena M. Macaluso |


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Educational Institutions play a pivotal role in inculcating values on solid waste management. Students are learning the course 'Environmental studies' at various levels. On a recent visit to a few colleges in Philippines, I observed that students were involved in the learning and practice of various aspects of waste management. Almost every institution had the message – REDUCE, REUSE & RECYCLE. Also the multi-coloured bins ensured segregation at source. It was not only segregation of paper, plastics and bottles in classroom corridors but even paper cartons, plastic cups and wrappers in the cafeteria. Subsequently, this was translated into action at home too.
Students are highly knowledgeable and adept at environment-friendly technology and are sincerely keen on creating a zero-waste environment. Students and teachers can take up simple projects to break down biodegradable waste and also come up with a solution for managing non-biodegradable waste and e-waste in the city. This way, academic institutions and municipal authorities can together evolve strategies for waste management in the city, with the cooperation of the general public. At the end of it, it is everybody's desire to enjoy a clean and safe environment
R. Pauline Deborah
Assistant Professor, Department of Plant Biology, Women's Christian College
My Chennai My Right, an inititative by The Hindu
Send us pictures of extreme instances of garbage affecting normal life in Chennai.
We would also like to hear about what you are doing to manage waste
Email us at firstname.lastname@example.com
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Siegfried Lenz, one of the great writers of German post-war literature is dead. He died on 7 October 2014, surrounded by his family. He was 88 years old.... more
Being young and female is not always advantageous in the literary business. Silke Scheuermann, who won the Leonce and Lena Prize for Poetry in 2001, at the age of 27, received nothing but applause as long as she was writing poems. To be young and writing poems is folly that is ...
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Passion Test - Find Your Passionate Path in 3 Steps
By Hadley Finch
What happens in that surrendered state is the people, places and things start to show up. Go through all the doors that start to open. That's the path of least resistance, which is in following your passions.
It's a "Do less, accomplish more path", because what you love is God's will for you. When I say God, I mean nature, the unified field, whatever name you want to put to that energy that is greater than yourself. You know about it, because you always hear that voice that says, "I love this. I love this." Tap into that voice. And take action on it.
Hadley: An essential ingredient is to fall in love with your vision for a dream life. Emotion is the fuel that propels you to your dreams. No emotion, no blastoff to your dream life. How do we fall in love and create passionate relationships?
Find out in Part 3 highlights of my radio conversation with Janet Bray Attwood for A Lasting Love.
Are you single and seeking love? I give you dating advice like this to choose a great love match and create a passionate relationship in TribeOfSingles.com Love Matches. Take a FREE look around our community of great singles seeking great love now.


text: William Shakespeare, A Very Peculiar History' uniquely explores the life and works of the widely-regarded greatest writer of the English language. Through dispelling common myths (Could his father really not read or write? What really happened during 'the Lost Years'? Why did he retire from writing while only in his early 40s?) and revealing fascinating trivia, this book attempts to answer many of the often-disputed questions surrounding the life of Britain's favourite… (più)


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| Email | Full Article (TrendHunter.com/id/164106) |
Author of 'The Information Diet' Clay Johnson creates a parallel between obesity and media throughout this conscious consumption keynote. Johnson explains that, "agriculture's relationship to obesity has a lot to do with media's relationship with ignorance." By stating this he is saying that people are looking for cheap popular content. To further the analogy, Johnson states how people will choose pizza because it tastes better than broccoli in the same way that opinion tastes better than news.
More than anything else, people want to be right and affirmed, which is why nobody is searching for high quality investigative reporting, but instead sensationalized entertainment. Companies such as AOL make its editorial decisions by using search data and SEO to find what people are searching to make the most popular content. Johnson questions what this does to America.
The world is now living in information abundance and that is changing our relationship with news and content.


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SHRM Essentials® of HR Management |
5 evenings | 1.5 CEUs | 15 HRCIs |
Program DescriptionTopics include: ~ Human Resource Management
~ Employment Law
~ Recruitment and Selection
~ Compensation and Benefits
~ Employee Development
~ Performance Management
Learning OutcomesParticipants in this program will:
Program Dates / LocationsEvening Program Starting March 2015 ~ Tuesday and Thursday evenings (6:00 p.m. - 9:00 p.m.)
NSU Main Campus Fort Lauderdale
3301 College Avenue Fort Lauderdale-Davie, FL 33314 Session dates: March 3, 5, 10, 12, and 17, 2015 Click here for location information & directionsProgram FeeFor the class starting March 3, 2015: Before February 18, 2015 fee of $750 includes tuition, instructional materials, and SHRM Essentials materials. InstructorRoslyn Vargas, M.S. Mrs. Vargas has many years of experience in management, many of those years being in the field of Human Resource Management, with an extensive background in training and development. Roslyn's specializations include Human Resource Management, Performance Management and Leadership Development. Mrs. Vargas is currently an adjunct professor at the Wayne Huizenga School of Business and Entrepreneurship at Nova Southeastern University. Roslyn has been an HR practitioner in all facets of human resources at levels ranging from Generalist up to Executive and has now moved towards the consulting arena. Her educational background includes a Bachelor of Arts degree in Sociology and a Master of Science degree in Human Resource Management. In addition to completing all coursework, examinations, and publication requirements and working on her dissertation for a Doctorate degree in Business Administration with a specialization in Human Resource Management. Comments From Past Participants"It is a great foundation." Course CustomizationUsing core programs, we can customize the material to fit your corporate training needs. With our extensive resources and program facilitators, we will design a program that is tailored to fit your specified objectives and requirements. RegistrationIn order to participate in any Hudson Center program, registration and payment in full is required at least one (1) business day prior to the start date of the program. Participants are strongly urged to register as early as possible in order to guarantee a seat as class size is limited and enrollment is on a space-available basis. Register by phone: Call us at 800.672.7223, ext. 25137 or 954.262.5137Register by e-mail: Download registration form and send as an attachment via e-mail to firstname.lastname@example.com Register by fax: Download registration form and send via fax to 954.262.3188 Register by mail: Download registration form and send via mail to Hudson Center of Entrepreneurship and Executive Education
H. Wayne Huizenga School of Business and Entrepreneurship Nova Southeastern University 3301 College Avenue, Carl DeSantis Building, Suite 2088 Fort Lauderdale-Davie, FL 33314 We accept the following forms of payment: check (payable to "Nova Southeastern University") and credit card (Visa, MasterCard, or American Express). Payment arrangements must be made for your registration to be considered complete. Substitution, Cancellation, Fee and Transfer PoliciesWe realize that occasionally you need to cancel your registration. You can substitute another individual in your place at any time prior to the first day of a program. If you wish to receive a credit toward a future program: we will allow you to transfer you registration to a future date of the same program you are enrolled in currently, provided we receive written notice two weeks prior to the start date of the class you are currently registered in. You are permitted to re-register only one time. If you wish to receive a refund: written cancellations received 30 calendar days before a program begins will be issued a full refund, less a $150.00 processing fee; written cancellations received 6 to 29 calendar days prior to the start of a program will get 50 percent of the registration fee refunded. We apologize but we cannot provide a refund if we receive your written cancellation in five or fewer business days prior to the start of the program. In the event of non-payment, the responsibility for any fees incurred in collecting the payment is the responsibility of the customer. Fees and dates are subject to change without notice. Contact InformationFor additional program information, please contact us at:
Hudson Center of Entrepreneurship and Executive Education
H. Wayne Huizenga School of Business and Entrepreneurship Nova Southeastern University 3301 College Avenue, Carl DeSantis Building, Suite 2088 Fort Lauderdale-Davie, FL 33314 Tel: 954.262.5137 Toll Free: 800.672.7223, ext. 25137 Fax: 954.262.3188 E-mail: firstname.lastname@example.com Want more information about this program or any of course offerings? Fill out the form below and an executive education enrollment counselor will respond to your message within the next 24-48 hours. Thank you for your interest in the executive education programs at NSU's Huizenga School of Business!
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Michael Dunkley
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Hiya folks. (I apologize for the length)
I'll cut right to the chase. I absolutely love this firearm(P220R SAO Carry). I just recently got my CWP and want something I can carry now, and everyday...preferably while at work too. I don't have the money on hand to buy a suitable holster. OWB is not an option at work, but could be workable elsewhere.
The sticker price on it was $713, which is a bit lower than the MSRP...it was NIB. (I've put about 100 flawless rounds downrange..it's super accurate)
Thinking about taking it up to a very good "pawn shop" with armorers on site (where I bought it to begin with, they love Sigs).
I'd like to walk out with (preferably another .45) with cash to spare for a respectable holster. Failing that, I know they have some P238's in stock.
I'm just kind of torn at the moment. I won't stick to Sig, brand doesn't matter. But what would you do given my situation?
I'm looking into the G36, and other compact .45's. I really -really- want to keep the 220, but I want to be able to carry it ASAP (no reason other than anytime, anywhere).
Being that I have my permit now, I want to be carrying. I'd love to keep the 220, and may end up doing just that. Just fishing for opinions here.
Any help is much appreciated!


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i've uploaded photos before and not had any problems but for the last three days i can't seem to get any of my photos to upload. after i hit upload i get a screen that says lost connection etc etc etc anyone out there who can help is my hero!
just want to see if this works:mickey:
I see it worked, yeah for me
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8 Stocks With Dividend Yields Above P/E
USA Mobility
P/E Ratio: 3.4X
Forward dividend yield: 7.9%
Shares of Springfield, Va.-based USA Mobility are down about 29% so far this year, and the company's third-quarter results are expected to arrive on Oct. 26. The stock's 52-week high of $19.21 stretches back to Dec. 13, and the shares were recently changing hands at $13.64, below both the 50-day and 200-day moving averages of $14.62 and $15.13, respectively.
The company, which provides wireless voice and messaging services as well as related software products, doesn't have sufficient analyst coverage to arrive at a consensus estimate.
For its second quarter ended June 30, USA Mobility posted a profit of $18.6 million, or 82 cents a share, on revenue of $65.2 million. The company also lifted its full-year outlook, forecasting revenue of $235 million to $248 million, up from a prior projection of $224 million to $240 million.Check Out Our Best Services for Investors
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New Revised Standard (NRS) | New International Version (NIV) |
8 In his days Edom revolted against the rule of Judah and set up a king of their own. | 8 In the time of Jehoram, Edom rebelled against Judah and set up its own king. |
9 Then Jehoram crossed over with his commanders and all his chariots. He set out by night and attacked the Edomites, who had surrounded him and his chariot commanders. | 9 So Jehoram went there with his officers and all his chariots. The Edomites surrounded him and his chariot commanders, but he rose up and broke through by night. |
10 So Edom has been in revolt against the rule of Judah to this day. At that time Libnah also revolted against his rule, because he had forsaken the Lord, the God of his ancestors. | 10 To this day Edom has been in rebellion against Judah. Libnah revolted at the same time, because Jehoram had forsaken the LORD, the God of his fathers. |
11 Moreover he made high places in the hill country of Judah, and led the inhabitants of Jerusalem into unfaithfulness, and made Judah go astray. | 11 He had also built high places on the hills of Judah and had caused the people of Jerusalem to prostitute themselves and had led Judah astray. |
12 A letter came to him from the prophet Elijah, saying: "Thus says the Lord, the God of your father David: Because you have not walked in the ways of your father Jehoshaphat or in the ways of King Asa of Judah, | 12 Jehoram received a letter from Elijah the prophet, which said: "This is what the LORD, the God of your father David, says: 'You have not walked in the ways of your father Jehoshaphat or of Asa king of Judah. |
13 but have walked in the way of the kings of Israel, and have led Judah and the inhabitants of Jerusalem into unfaithfulness, as the house of Ahab led Israel into unfaithfulness, and because you also have killed your brothers, members of your father's house, who were better than yourself, | 13 But you have walked in the ways of the kings of Israel, and you have led Judah and the people of Jerusalem to prostitute themselves, just as the house of Ahab did. You have also murdered your own brothers, members of your father's house, men who were better than you. |
14 see, the Lord will bring a great plague on your people, your children, your wives, and all your possessions, | 14 So now the LORD is about to strike your people, your sons, your wives and everything that is yours, with a heavy blow. |
15 and you yourself will have a severe sickness with a disease of your bowels, until your bowels come out, day after day, because of the disease." | 15 You yourself will be very ill with a lingering disease of the bowels, until the disease causes your bowels to come out.' " |
New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved. (New Revised Standard Bible Version Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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Well, we think it looks cool. So why not badge it as a Scion, Toyota's fledgling entry-level marque that currently outcools its parents? Lentz says this was discussed, but Scion has never had a 4x4, while Toyota has a rich off-roading history. Lentz also sees the FJ Cruiser as an aspirational vehicle for trendsetting young buyers who may start out with Scion. (That, and Toyota is trying not to put all of its youth-oriented eggs in the Scion basket.)
Will the active-lifestyle Generation Y target audience be able to afford the FJ? Toyota vaguely claims it will be a "surprising value." We can ascertain only that it will be priced between the RAV4 and the 4Runner, so expect it to cost $25,000 to $30,000.
The FJ will get loads of standard equipment, including some things that would have seemed Jetsonian on the original FJ40, such as a CD player, air-conditioning, power windows and locks, and-as with the rest of the Toyota SUV lineup-stability and traction control, ABS, electronic brake-force distribution, and brake assist. Optional front-side and front and rear side curtain air bags add to the safety factor.
Plentiful Scion-like accessories also will tempt the projected 40,000 FJ customers. Unfortunately for open-air enthusiasts, Toyota has no current plans to give the new FJ removable roof sections like those on the original FJ40. Likewise, Toyota does not anticipate offering the FJ in four-door or hybrid form.
Our only real disappointment with this vehicle is its name, reminiscent of Chrysler's worn-out PT Cruiser. We reckon Toyota should steal the Land Cruiser name from its upscale SUV and slap it on the side of this FJ, which stays truer to its paternal roots.


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New Revised Standard (NRS) | New International Version (NIV) |
21 Now when all the people were baptized, and when Jesus also had been baptized and was praying, the heaven was opened, | 21 When all the people were being baptized, Jesus was baptized too. And as he was praying, heaven was opened |
New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved. (New Revised Standard Bible Version Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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The Kw-Nx7000 is an awesome product. Has almost every bell and whistle you can ask for. It is real easy to use, instructions are very thorough. One of my tweeters went out, and the unit had a auto shutoff if one of your speakers is damaged and might cause damage to the unit. The only thing I did not like was when I bought it the navigation map was already two years outdated (2007 software) and the upgrade from Navteq is $169.00 after shippiing is added, and in my area there is a lot of new construction in the past two years and the navigation goes "blank" in a lot of areas around my city. Other than that you can add almost anything you want to the deck: Hd radio, satellite radio, SD memory cards, portable hard drives, blue tooth phones and blue tooth audio devices (On the blue tooth phone everything is available on the touch screen(Phone book, texts, etc.)) You can also detach the entire screen for security purposes. Great product!!!!!
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New Zealand v Pakistan, 1st ODI, Wellington
NZ bowl; Williamson, Southee sit out
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Gold Cup 2014-15, 2nd semi-final
All-round National Bank enter final
KRL v National Bank scorecard | Report
President's Silver Cup 2014-15
PTV chase down 323; Sialkot rolled for 149
ICC news
Amir can return to domestic cricket
Banned fast bowler given relief by ICC | I believe cricket suffered because of me - Amir | Samiuddin: Amir returning to Pak fold will be tricky | 'Will trust board's decision' - Amir
The start of saturation cricket
Rewind: Australia's international tri-series came out of financial necessity and the need to appease a broadcaster
The Cricket Monthly: Mudar Patherya on Imran Khan, a player he hated to love
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Telling Pakistan's story through its cricket
Osman Samiuddin's history of the game in Pakistan is much more than its subtitle advertises it as
Awesome in whites, awful in colour
Pakistan's year oscillated between superb and dreadful, with their ODI form poor ahead of the World Cup. By Osman Samiuddin
'Pakistan's great match-winner'
Modern Masters: Rahul Dravid and Sanjay Manjrekar discuss the stability and calmness Inzamam brought to a volatile set-up
Video/Audio » Magazine » Page 2 »Hassan Cheema: They seem to be hung up on what worked in 1992, not realising that the rest of the world has moved past those strategies
Pakistan's top-order problems could cost them at the World Cup
Ahmer Naqvi: The bowling line-up is spotty too, but Pakistan have always done well with the odds stacked against them
Does Amir have an automatic right to return to cricket?
Kamran Abbasi: Wrong-doers must be given a second chance, but not necessarily in the profession they let down
Test matches
Overall | for Pakistan | v Pakistan | in Pakistan | Year 2015
One-Day Internationals
Overall | for Pakistan | v Pakistan | in Pakistan | Year 2015
Twenty20 Internationals
Overall | for Pakistan | v Pakistan | in Pakistan | Year 2015
Shahid Afridi is as frank as ever after announcing his decision to quit ODIs post the 2015 World Cup


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Now, statistically speaking, about 80 percent of people who make New Year's resolutions are back to old habits by Valentine's Day, says the New York Times. We say, it's the effort that counts!
To celebrate the exhilarating, if short-lived, spirit of renewal that comes with a new year, we've compiled a list of songs that carry a strong message of resolve—whether it's simple (Nada Surf's Matthew Caws chanting "I'm gonna have a party" in "Blankest Year"), ambitious (the Proclaimers' "I'm Gonna Be (500 miles)"), or even downright creepy (Death Cab for Cutie's "I Will Posses Your Heart"). Have any suggestions? Leave them in the comments, and we'll add them to the playlist. Also, if you feel like sharing your New Year's resolutions, drop us a line or two.
As for our New Year's resolutions? We have only one: To venture outside our Internet cave more and explore the world. We hear it's pretty.
This playlist is no longer available. Sorry, folks!
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Good News Translation (GNT) | New International Version (NIV) |
17 Jerusalem, wake up! Rouse yourself and get up! You have drunk the cup of punishment that the Lord in his anger gave you to drink; you drank it down, and it made you stagger. | 17 Awake, awake! Rise up, O Jerusalem, you who have drunk from the hand of the LORD the cup of his wrath, you who have drained to its dregs the goblet that makes men stagger. |
Scripture taken from the Good News Translation - Second Edition, Copyright 1992 by American Bible Society. Used by Permission. (The Good News Translation - The Holy Bible Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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2012-05-17 / Front Page
MCSP Set To Host Free Rock Concert Saturday
Join organizers on Saturday, May 19th for a free concert by Don't Call Me Betty at the historic Park Amphitheatre, located next to the Na-Wa-Kwa group camp. This concert is sponsored by the Canyon Inn at McCormick's Creek State Park and is free to park visitors after paying the standard entrance fee.
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